Journal of Teaching in Physical Education最新文献

The goal of education is to develop students' capacity to transfer knowledge and skills learned in classrooms to real life. The theory of transfer articulates near transfer (transfer between similar settings) as the foundation for far transfer (between different settings).

Purpose: Based on the transfer theory, the purpose of the study was to determine the near transfer in learning caloric-balanced living concepts in high school physical education.

Method: High school students (n = 980) participated in the curriculum intervention. They learned knowledge in Unit 1 and applied the concepts in Unit 2. A pre- and postintervention design revealed the extent of knowledge near transfer from Unit 1 to Unit 2.

Result: A regression analysis revealed a sizeable transfer with B = 0.32 (p < .001, R ² = .095; β = 0.32).

Conclusion: The finding indicates a strong possibility of knowledge transfer between learning concepts and applying them in physical education.

Purpose: Guided by expectancy-value theory, this study attempted to establish a Motivation-Engagement-Achievement Pathway to determine the contribution of expectancy-value-based motivation in learning caloric-balanced living in high school physical education.

Methods: Expectancy-value-based motivation, cognitive engagement, and learning achievement were collected from 575 students in six high schools.

Results: The findings verified expectancy beliefs' contribution to cognitive engagement in reasoning tasks (β = 0.12, p = .012). Cognitive engagement in descriptive, relational, and reasoning tasks had direct and/or indirect effects on learning achievement (β = 0.02-.27, ps < .05). Cognitive engagement in reasoning tasks mediated the relation between expectancy beliefs and learning achievement (β = 0.02, p = .055).

Conclusion: These findings suggest the role of cognitive engagement in mediating the effects of expectancy-value-based motivation on learning achievement in high school physical education.

Purpose: The purpose of this study was to examine the impact of a before-school physical activity program on middle school students’ social and emotional learning (SEL) and their energy levels. Method: A total of 171 students (67 in program group; 104 in control group) participated in the study from fall 2019 to spring 2022. The physical education teacher implemented the program 3 days per week, for 8 weeks. The students completed a 17-item SEL assessment before and after the program. The program group also reported their energy levels using an energy meter at each session. Results: Students’ SEL in program group improved by 14% (p < .001) at the end of the program. Students also reported higher energy levels (p < .001) following their participation at each session. Discussion/Conclusion: Schools are encouraged to incorporate before-school physical activity programs to energize the students at the start of the school day and improve their SEL.

Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches.

Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers’ interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention.

Purpose: This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. Method: Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The researchers followed five steps to develop the test. The Rasch model was utilized for data analysis. Results: Findings showed a good item model fit for all items, except Item 4. Results also indicated that the developed test had high internal consistency for both item difficulty and person ability. Overall, the test findings demonstrated good evidence to support the validity and reliability of hiking and camping common content knowledge test. Discussion/Conclusion: The developed test can be used for measuring hiking and camping knowledge level of physical education teachers and Physical Education Teacher Education students.

Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.

Purpose: The aim of this study was to examine whether, drawing on the perception of their coaches, the application of the pedagogical model of sport education could be associated with satisfying the basic psychological needs of children from socially vulnerable backgrounds. Method: A 36-session sport education season was implemented within a community program for youths from disadvantaged environments. Three coaches, one researcher, and 31 children aged 9–11 years (17 boys and 14 girls) of diverse ethnicities participated. Qualitative data were obtained through four focus groups conducted during the program in addition to the research diary of the researcher, who played the role of participant observer. Results: The coaches observed a progressive evolution in the satisfaction of the basic psychological needs of competence, autonomy, relatedness, and the need referred to as novelty. Discussion/Conclusion: We may conclude that sport education can be a valuable tool to improve the satisfaction of these needs in children from socially vulnerable backgrounds.